| Learning Objective #1: Identify two theoretical frameworks for story creation and sharing learning method | |||
| Learning Objective #2: Name two phases of story creation and sharing learning method |
Based on Mezerow's Transformative Learning Theory and Ricour's Three Principles of Narrative Writing, the story creation and sharing involves two phases: story writing and analysis. This method has been applied to learning health problems and nursing intervention related to maternity, pediatrics, and family nursing in clinical and classroom settings by ASN, BSN, and RN-to-BSN students.
An individual or a group of learners can create a story from real life experiences or synthesis of published materials. A story describes human responses to a health problem and professional intervention with major elements of story characters, health alterations, interdisciplinary intervention, culture, and supportive resources. When a story is written by a group, the first learner generates a story; the second learner revises the story to ensure required elements are included. The third learner makes sure clinical intervention in the story is appropriate and develops a nursing care plan. The last learner finalizes the story, the care plan, and reads the story aloud to other learners and solicits their comments and questions. The nurse educator facilitates the story analysis in a story sharing time, supplements additional information, and at times helps learners use assessment tools to measure story characters' stress.
Evaluation results of this learning method have been positive based on learners' qualitative and quantitative feedback. Learners view it as a user friendly tool to increase knowledge and critical thinking. Learners' knowledge scores in five areas, including physical and psychosocial alterations, interventions, legal/ethical/cultural issues, and community resources, increase after the story creation and sharing experience.